# data[].attributes.body
This Faculty Guide was developed as a resource and starting point for faculty members that are participating in the Anthology Fix Your Content Global Day. We will be working on making sure content is accessible. I will be adding more resources as we approach the day.

# data[].attributes.attachment_link.description
We will be participating in the global Fix your content day hosted by Anthology. Below are resources that could help improve the accessibility of your online course.

# data[].attributes.headline
Faculty Guide: Introduction to Generative AI in Public Health Higher Education

# data[].attributes.subject
Faculty Guide: Introduction to Generative AI in Public Health Higher Education

# data[].attributes.headline
I have provided the link to the Faculty Guide I created for this assignment.

Instructional Designer Resources - Access key for binder: Onondaga

 

Note: This faculty guide is a work in progress. We are currently in discussion with the faculty on many of the topics that currently have little or no information.

My goal is to use this binder as a tool for all instructors who want to teach online courses on campus.

# data[].attributes.subject
I have provided the link to the Faculty Guide I created for this assignment.

Instructional Designer Resources - Access key for binder: Onondaga

 

Note: This faculty guide is a work in progress. We are currently in discussion with the faculty on many of the topics that currently have little or no information.

My goal is to use this binder as a tool for all instructors who want to teach online courses on campus.

# data[].attributes.attachment_link.description
You have been invited to view a private LiveBinder named: “Instructional Designer Resources”. Please enter the access key that was given to you with this link. If you have not received an access key, please contact the author of this binder.

# data[].attributes.headline
Faculty Guide: Creating Student Resources For Online Courses

# data[].attributes.subject
Faculty Guide: Creating Student Resources For Online Courses

# data[].attributes.body
About this Faculty Guide

Who is this guide for?

This guide is intended for faculty who are developing or redesigning online courses.

What are "student resources"?

Student resources are supplemental materials created to support students in learning or engaging with the course more successfully. This could include how-to guides, assignment walkthroughs, study tips, tech tutorials, FAQs, or infographics that explain key concepts.

# data[].attributes.attachment_link.title
Faculty Guide: Creating Student Resources For Online Courses

# data[].attributes.body
Faculty who are new to online teaching may have little formal support for learning the skills they need to be successful in that modality. This Wakelet is intended to point them toward online courses they can audit (or take for credit) to enhance their skills in this area.

# data[].attributes.attachment_link.description
Just getting started in teaching online? These courses are all free to audit and will help ground you in the skills you’ll need. Take a look below for provider, platform, module topics, and time required for each of these OER courses. When available, syllabi are also included so you can select the course that best meets your needs.

# data[].attributes.headline
Leading the Pack: A Guide for Live-Virtual Courses

# data[].attributes.subject
Leading the Pack: A Guide for Live-Virtual Courses

# data[].attributes.body
The topic I selected for the faculty guide focuses on providing support for course leaders. This topic is especially relevant right now, as we are beginning the planning process for our 2026 courses and starting to engage with new course leaders. While each of these individuals is a highly qualified expert in their field, I’ve observed variability in their skillsets when it comes to designing and delivering effective live virtual courses.

# data[].attributes.body
I chose to create a faculty guide on Implementing Project-Based Learning because I’ve seen firsthand how PBL can transform student engagement and deepen learning. As an instructional designer, I often work with faculty who are looking to make their courses more interactive, applied, and meaningful—and PBL offers a clear, structured way to do that. I wanted to create something that felt approachable but also comprehensive, giving instructors a complete roadmap from planning to assessment.

# data[].attributes.attachment_link.title
Yassine Rfissa - ID3- 4.1 ACTIVITY: Faculty Guide Feedback | Digital NoteBook

# data[].attributes.body
by Laura Ingles

Sticking to my current job position as CBE Instructional Designer. The more I learn about CBE, the better I will become.

In auditing our websites, I have encountered the hidden YourPace CBE content buried inside other content from long ago. Plus, if you are new to the concept, you will be lost once you find the content; it is not in any kind of order except alphabetically, which doesn't help a new instructor.

I wanted to create a step-by-step guide to help faculty understand our best practices. Each instructor gets an onboarding to our program, but it's an overview and lasts pretty quickly lasts 30 mins. Then the instructor is left to their own devices. I've seen some courses in the last few months designed by faculty who have been creating and teaching this way mess up their design. Just like these CBE courses for learners, the instructors are left on their own as well to figure this stuff out. They don't reach out for assistance. We review the course before sending it out to the departments/SME to review the content.

Having a document that's easy to follow to support them on their journey in course design will help them learn and make the next course easier to build. I'd like to create worksheets that could be printed off, for like how to create Learning objectives and Learning Outcomes. Or how to create interesting assignments when it's 1 learner against themselves.

Forgot to add our contact information so they could meet with us online or in person.

I worked with the content that was already there for this course. Over time, I'd like to create my template, make it interactive with clickable tabs, interactive sections, and worksheets to download and work on. I'd like to be able to link this project up to a redesigned website this summer. Time will tell, we are getting a new director, she may have her vision.

# data[].attributes.body
Faculty Guide to Effective Resource Utilization

📢 Sharing Resources Effectively
✅ Use email communication for timely updates
✅ Host webinars on D2L Brightspace for in-depth learning
✅ Ensure accessibility for all faculty members

📣 Promoting Faculty Engagement
🎯 Align resources with student engagement & interaction
📈 Support higher completion of ILOs (Institutional Learning Outcomes) & PLOs (Program Learning Outcomes)

📊 Measuring Effectiveness
📋 Conduct faculty surveys to gather feedback
📌 Track user engagement with interactive tools

🔄 Recommendations for Instructional Design
🚀 Develop a structured process for discovering & implementing new resources
💡 Adopt industry-standard instructional design practices

Would you like me to format this into a visually appealing infographic?

Your current methods for sharing resources at your college or university and how you ensure access for all faculty, - resources are shared through email communication and webinars such as D2L brightspace Your strategies for promoting faculty usage of your resources across your institution, - implementing resources for the sake of student engagement and interaction which leads to higher completion of ILOS and PLOS Your methods for measuring the effectiveness of the resource (i.e., how it has impacted faculty teaching, course design, etc.), - we measure the effectiveness of these resources by surveying the community and tracking user engagement with interactive tools Any changes you might recommend to your instructional design team based on what you've learned in this course. - a more robust process for discovering and implementing new resources with a structured approach to finding industry standard instructional design practices.

# data[].attributes.attachment_link.title
DALL·E 2025-02-20 18.52.53 - A professional faculty guide infographic with a clean and modern design, using an academic theme with blue and white colors. The infographic should in

# data[].attributes.body
Link to Faculty Guide: https://wakelet.com/wake/1TqpklJwDqAHYie_7ktd2

I chose the topic of curating resources through Wakelet for faculty because it addresses a significant need for centralized, accessible, and organized teaching materials. Wakelet provides a user-friendly platform that supports collaboration, allows for categorization, and facilitates resource sharing. This aligns with the goals of improving instructional effectiveness and promoting equity in access to resources.

At my college/university, resources are shared through a combination of approaches:

Online Platforms: Faculty have access to shared folders via institutional platforms like Google Drive or shared LMS resources.

In-Person Consultations: I offer one-on-one meetings to address specific instructional needs.

Email Distribution: Key updates and resources are shared through faculty email lists.

To ensure access for all faculty, I prioritize platforms that comply with accessibility standards (e.g., WCAG 2.1) and provide multiple formats for resources (PDFs, videos, etc.).

To promote the adoption of these resources across the institution:

Workshops and Demonstrations: I conduct training sessions on using Wakelet and other tools.

Faculty Peer Networks: Encourage faculty champions to share their success stories and demonstrate how the resources improved their teaching.

Clear Communication: Regularly update faculty on new resources through newsletters, department meetings, and social media.

To evaluate the impact of the resource:

Surveys and Feedback: Conduct regular faculty surveys to assess resource usefulness and identify areas for improvement.

Usage Analytics: Track Wakelet access and engagement metrics to determine which categories or resources are most popular.

Impact Studies: Collect qualitative feedback from faculty about how resources influenced their teaching practices or course design.

Based on what I’ve learned in this course, I would suggest the following changes:

Develop Comprehensive Tutorials: Provide step-by-step guides for all tools included in faculty resources to support new users.

Expand Interactivity in Resources: Encourage the creation of interactive elements like embedded quizzes, simulations, or videos in shared OER materials.

Regular Updates to Resources: Create a system for updating resources based on faculty feedback and changing instructional needs.

Increased Collaboration Opportunities: Foster cross-departmental sharing of best practices and resources to break down silos and encourage innovation.

# data[].attributes.headline
Faculty Guide: How to Mentor Effectively

# data[].attributes.subject
Faculty Guide: How to Mentor Effectively

# data[].attributes.body
I chose this topic for my Faculty Guide because there isn't much guidace for mentors to mentor well around me. I feel like a lot of times we expect people to just know how to do it, but actually I think there is a need for more structure in faculty mentoring.

A lot of times when I share things at our institution, I send it through the chain of command. I suggest it to someone higher than me to be reviewed by the operations team or other people it pertains to.

To encourage faculty to want to use our resources we strongly emphasize them and continually remind them that they are there and reference them well. This ensures that there will be some slight interest in what we have provided.

We measure the effectiveness of our resource through surveys and end of year reviews.

I think that we should really try to collectively build a guide on mentoring to provide to our faculty to fully bridge the gap between faculty member and others and faculty members and students.

# data[].attributes.headline
Faculty Guide: Student Motivation in Notion

# data[].attributes.subject
Faculty Guide: Student Motivation in Notion

# data[].attributes.body
I created a faculty guide focused on improving student motivation. I selected this topic because I often have conversations with faculty about it. Many faculty members seem confused about why students are not more engaged in their classes or don’t seem to care about the assignments.

# data[].attributes.attachment_link.description
This site is full of some many resources to help you build a vision of your course and lesson.

# data[].attributes.body
Reasons for the Topic Chosen for the Faculty Guide

I chose the topic of using instructional tools in courses because it helps teachers use technology to make learning better for students. With so many new tech tools available, it’s important for teachers to know which ones to use and how to use them effectively. This guide helps them do that.

Current Methods for Sharing Resources at Your College or University and Ensuring Access for All Faculty

At our college, we share resources through an online platform where teachers can find guides, tutorials, and toolkits. We also hold workshops and webinars to show how to use new tools. To make sure everyone has access, we provide help from our IT and instructional design teams, offer one-on-one support, and ensure all materials are accessible to everyone.

Strategies for Promoting Faculty Usage of Your Resources Across Your Institution

To encourage teachers to use our resources, we send out regular emails and newsletters, share success stories, and offer professional development credits for those who attend training sessions. We also create spaces, both online and in-person, where teachers can share their experiences and learn from each other.

Methods for Measuring the Effectiveness of the Resource

We measure the effectiveness of the resource by collecting feedback from teachers through surveys and focus groups. We also track how often the resources are used on our online platform and look at course evaluations and student feedback to see if there are improvements in teaching and course design.

Changes Recommended to the Instructional Design Team

Based on what I’ve learned, I would recommend the following changes to our instructional design team:

Focus on Accessibility: Make sure all resources are designed to be accessible to everyone.

Enhance Interactivity: Add more interactive elements to guides and tutorials to make them more engaging.

Expand Support Networks: Develop a stronger peer support network where teachers can help each other.

Continuous Improvement: Regularly update resources based on feedback and new technology trends.

# data[].attributes.attachment_link.description
Welcome to the faculty guide for integrating instructional tools into your course! This guide will help you start planning by selecting a tool that aligns with your teaching goals. We've also provided

# data[].attributes.headline
Faculty Guide: Creating and Evaluating Online Learning Activities and Resources

# data[].attributes.subject
Faculty Guide: Creating and Evaluating Online Learning Activities and Resources

# data[].attributes.body
As educators, we face the exciting challenge of adapting our teaching strategies to the evolving landscape of online education. This guide is designed to equip you with the tools and techniques necessary to develop dynamic and interactive online learning experiences that capture the attention and interest of your students.

# data[].attributes.body
This faculty guide is a primer on alternative assessments explaining what they are, why they are beneficial, and how to design them. Resources and example assignments are also provided.

# data[].attributes.attachment_link.readable_text
⚙ What Are Alternative Assessments?

Alternative assessments are how their name describes them, an alternative approach to assess students outside of standard tests, exams, and essays. Generally, these types of assessments focus on the application of the student's knowledge, evaluating applied proficiency over measuring understanding. You may see alternative assessments called by other names, such as authentic assessments or creative assessments.

🛎️ Why Use Alternative Assessments?

Alternative assessments benefit students in several ways. The biggest benefit is that they can prepare students for the practical skills and tasks that they may encounter in their future careers, bridging the gap between academic learning and real-world application. In addition, students have the ability to shape their assignments within the tasks given, putting them in the driver's seat and providing a sense of ownership of their work. Finally, alternative assessments empower students to imprint their own creative ideas on the final product.

🎯 How To Assign and Prepare Students for Alternative Assessments

When preparing alternative assessments, there are some elements to consider before finalizing and assigning them to students. These includes the requirements for the assessment, the appropriate amount of time to allot for completion, and the grades that should be associated with the amount of work being assigned. To figure out the appropriate way to assign and assess an alternative assessment that students will complete, a good tip is to create the product yourself. It provides you the experience students will have, including what it takes to complete it, how much time it takes to finish, and potential road blocks that could come up. Select the arrow of each step to expand it for more details.

Assign the Project: Provide Purpose

Break it Down

Provide Grading Criteria

👩‍💻 Tools/Technology That Can Be Used for Alternative Assessments

When assigning alternative assessments, it's helpful to provide students with examples of tools and technology available to them. Below are tools and technology that can be utilized for a variety of alternative assessments. This is not an exhaustive list, but some widely utilized tools.
Audio Recording Video Screen Capture Create Videos Design Tools
<aside> 💡 If an instructor requires students to use a specific technology, best practice is to teach them how to use it. Build a tutorial session into the instruction to get students acclimated to the tool. Then, assign low stakes assessments that give the student opportunities to get comfortable with using the technology on their own before they dive into the assessment that uses it.

</aside>

📂 Examples of Alternative Assessments

There is a wide variety of alternative assessments that can be assigned. While every course has its own characteristics, considering the typical work within your discipline can guide you in selecting appropriate alternative assessments for your students. Below are a few examples of alternative assessments.

ePortfolio

Digital Artifcats

# data[].attributes.attachment_link.title
Alternative Assessments (Faculty Guide) | Notion

# data[].attributes.attachment_link.readable_text
When considering a new digital tool or an OER resource, it's a good idea to use a checklist and/or rubric to evaluate the tool and the resources' effectiveness. This is done typically quickly through a mental checklist, however using a rubric can help break down the individual parts.

Take a look at the next two images page to view the two different rubrics.

# data[].attributes.attachment_link.description
When considering a new digital tool or an OER resource, it's a good idea to use a checklist and/or rubric to evaluate the tool and the resources' effectiveness. This is done typically quickly through a mental checklist, however using a rubric can help break down the individual parts.

# data[].attributes.headline
Developing Hybrid Courses - Faculty Guide 

# data[].attributes.subject
Developing Hybrid Courses - Faculty Guide 

# data[].attributes.body
Andrea L. Moore

My faculty guide is on how to plan and develop a hybrid course. We have discovered that many students at our institution benefit most from face-to-face instructor led educational experiences, but they also need to work. As such, many faculty believe that the greatest benefit for our students is hybrid/blended learning. Some faculty were thrust into hybrid and online learning when a university initiative to increase enrollment and expand degree offerings was mandated. However, many faculty were not sufficiently trained to plan and develop these courses. This faculty guide will benefit faculty who are interested in developing hybrid courses.

Currently, faculty resources are shared via email from the originator. We have made some strides to utilize our university website, but it is under development; a complete overhaul is in progress. There have been some resources placed in a faculty module in the LMS. In our current state, I would recommend that we disseminate information in a faculty LMS “course” that all faculty are enrolled in. We would increase faculty usage through our new Center for Professional Excellence making presentations at Senate meetings and General Faculty Meetings to start. We would encourage though guidelines in the faculty handbook regarding process and guidelines for teaching and learning in all formats that department chairs would ensure implementation.

I would recommend to our instructional design team that they create faculty guides and job aids and get these processes approved through the Faculty Senate and administration. We must first establish consensus on these issues so that everyone will be held to the standards. Once approved and implemented, we would survey the faculty and students to determine effectiveness.

# data[].attributes.body
When working with instructors on choosing and implementing OER within courses I wanted an easy to understand infographic to illustrate the advantages of OER.

# data[].attributes.headline
Faculty Guide Infographic - Formative Assessment for Online Teaching

# data[].attributes.subject
Faculty Guide Infographic - Formative Assessment for Online Teaching

# data[].attributes.body
My goal with this was to give faculty a few ideas and tools to refresh their toolbox for formative assessments. - Jessica Feggestad

# data[].attributes.attachment_link.title
Formative Assessment for Online Teaching (1)

# data[].attributes.headline
Faculty Guide - Regular & Substantive Interaction (RSI)

# data[].attributes.subject
Faculty Guide - Regular & Substantive Interaction (RSI)

# data[].attributes.headline
Digital Accessibility - 8 Essential Elements

# data[].attributes.subject
Digital Accessibility - 8 Essential Elements

# data[].attributes.body
A Faculty Guide was created to provide faculty with a checklist/review of accessibility guidelines and will be housed in our Faculty Resources Canvas Course. All of the criteria in the Online Tools Evaluation Checklist have been met by using a Canva infographic with links to free resources and housing the Faculty Guide in our Faculty Resources course. I recommend to our ID team to replace any outdated links/videos referencing accessibility with this Faculty Guide.

# data[].attributes.attachment_link.title
Orange Colorful Modern Steps to be Successful in Business Infographic

# data[].attributes.attachment_link.description
Check out this Infographic designed by Tina Sandidge.

# data[].attributes.body
This guide is aimed for educators who are new to the concept of AI. It shares the basics of what it is, goes through some tools, shares things to be aware of such as hallucinations and bias, and shares some ideas for how to incorporate it in the classroom.

-Stephanie Wilczynski

# data[].attributes.attachment_link.readable_text
Defined by ChatGPT: "a category of artificial intelligence systems that are designed to generate new content or data that is similar to, but not an exact replica of, existing information."

These systems use machine learning techniques, particularly deep learning, to understand and mimic patterns in data, enabling them to produce novel and coherent content.

Generative AI has a wide range of applications, including content creation, data augmentation, text summarization, image synthesis, and more. These systems are trained on large datasets and can be fine-tuned for specific tasks, making them versatile tools for various industries such as entertainment, healthcare, finance, and creative arts. Of course, AI has made its way into education as well.

Current Common Writing AI Tools
Bing AI - Bing‎Bard - Chat Based AI Tool from Google Ideas for Using AI as a Teacher

Brainstorming: Help come up with topic or unit ideas, illustrations, object lesson, topics, help break down complicated content.

Research: Have AI suggest books, research articles, authors, or studies that could contribute to your lesson or curriculum.

Administrative Work: Create a schedule, list, email template, newsletter template, etc. Anything that takes up a lot of time but not a lot of brain power.

Questions: Using your content, AI can help you come up with multiple choice or discussion questions to pose to your students.

Refine Writing: Can check for accuracy or relevance, etc. Check for understanding and equity.

Things to Watch Out For

# data[].attributes.attachment_link.title
Faculty Guide to Relevance of AI | Notion

# data[].attributes.body
The mere delivery of content does not constitute teaching, just as excelling in a singular, comprehensive assessment does not epitomize learning.

# data[].attributes.headline
Faculty Guide Online Teaching Best Practices

# data[].attributes.subject
Faculty Guide Online Teaching Best Practices

# data[].attributes.attachment_link.description
View the interactive image by Tanya Goldberg

# data[].attributes.headline
Savannah State University Faculty Guide for RSI

# data[].attributes.subject
Savannah State University Faculty Guide for RSI

# data[].attributes.body
https://infograph.venngage.com/pl/BVx59GP8Tc

# data[].attributes.body
I decided to create a Faculty Guide for faculty transitioning to Brightspace, since this is what was asked of all faculty working at the NY SUNY system
Our current methods for sharing resources at our college is through an established centralized platform/website where faculty can access resources, tutorials, and guides related to Brightspace: Provide training sessions, workshops, or webinars to familiarize faculty with the features and functionalities of Brightspace. In addition, the distance learning department offers ongoing support through help desks, email support, or online forums to address faculty questions and concerns. To ensure access is available for all faculty, there are transcripts and captions for videos, ensuring compatibility with assistive technologies.

Strategies for promoting faculty usage of the available resources across the institution are:

Communicate the availability of resources through email newsletters, faculty meetings, or departmental announcements.

Highlight success stories and testimonials from faculty who have utilized the resources effectively.

Offer incentives or recognition programs for faculty who actively engage with the resources and demonstrate innovative teaching practices.

Collaborate with faculty champions or ambassadors who can advocate for the use of resources and share their experiences with colleagues.

The methods that will be used for measuring the effectiveness of the resource would be:

Conduct surveys or feedback forms to gather faculty input on the usefulness and impact of the resources.

Track usage statistics, such as the number of faculty accessing the resources and the frequency of usage.

Collect qualitative data through interviews or focus groups to gain deeper insights into how the resources have influenced faculty teaching and course design.

Monitor changes in faculty practices, such as the adoption of new instructional strategies or the integration of technology tools, as indicators of the resource's impact.

Changes I might recommend to the instructional design team based on what I've learned in this course. It would be the need to regularly evaluate and update resources based on faculty feedback.

# data[].attributes.body
This guide is aimed at educators interested in starting a podcast for any number of reasons, who have no idea where to begin from a technical standpoint. Click through to the Wakelet collection to discover more.

# data[].attributes.headline
Faculty Quick Guide to Supported Tools at CCRI

# data[].attributes.subject
Faculty Quick Guide to Supported Tools at CCRI

# data[].attributes.attachment_link.title
Blue Simple Effective Communication Infographic

# data[].attributes.body
I chose to focus on backward design.  Last semester I had the opportunity to join a few meetings with our instructional designer and a faculty member that was new to online teaching.  During one of the first meetings, backwards design was discussed.  I recalled learning about this in one of the previous ID courses and, while not an expert, felt I could contribute what I had learned to the discussion.  At the time, I used the notes I had on my computer.  Having a guide would be much more beneficial because of all the resources I have collected.

# data[].attributes.attachment_link.description
Faculty Guide for Backward Design 01 What Is Backward Design? Backward Design explained with text and videos. 02 Why Would I Want To Use Backward Design? Benefits of Backward Design. 03 What Are The T...

# data[].attributes.headline
CITL Faculty Guide:  Reframing Our Ticketing Process and ID Roles

# data[].attributes.subject
CITL Faculty Guide:  Reframing Our Ticketing Process and ID Roles

# data[].attributes.body
Reasons for Faculty Guide Topic
I chose to create my faculty guide in this manner because I would like to streamline the process by which we work with faculty.  During the 11 months that I have worked with my team I have noticed that we will go the extra mile to support our faculty; however, we often overlap coverage or go outside our job duties to meet our faculty’s needs.  That is not sustainable and can harm team chemistry.

We are all instructional designers and that is not confined to our office and we need to make it clear that we can meet in our lab, via Zoom, or in their work setting.  There are examples where walk-in emergencies occur; otherwise, we need faculty need to use our ticketing systems so we can direct the work systematically and collect data to both inform our practices and protect our positions.

Finally, this guide provides areas where our team can support our faculty, along with resources.

# data[].attributes.headline
Faculty Guide: Generative AI in Social Work Education

# data[].attributes.subject
Faculty Guide: Generative AI in Social Work Education

# data[].attributes.body
Despite the vast amount of resources now available to faculty on the use of Generative AI and Large Language Models in teaching and learning, there has been little published about its use in the field of social work education. Here is my resource guide to address this gap.

# data[].attributes.attachment_link.title
Faculty Guide: Generative AI in Social Work Education

# data[].attributes.body
A guide for faculty, staff, and SMEs on how to create videos (especially slide-based voiceover recordings) | Laura Scott, ID2, November 2022

# data[].attributes.attachment_link.title
Faculty Guide_ Creating Videos for Online Courses

# data[].attributes.headline
Scaffolding Assignments by Deb Eckberg (ID2)

# data[].attributes.subject
Scaffolding Assignments by Deb Eckberg (ID2)

# data[].attributes.body
I created this faculty guide on scaffolding assignments because I think it was one of the most useful tools in my own faculty toolbox. I have presented on this topic, and have created a Wakelet board of the included resources. I would recommend that ID's at my university create quick, one-page guides such as these to help faculty, and collect resources with a content curation tool. I have learned a lot about content curation during this course!

# data[].attributes.attachment_link.readable_text
Skip to Main Content

It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

Get Help!

Stop by the eLearning lab (CC 320) or email elearninghelp@btc.edu.

Why use instructional videos?

Humanize: Video humanizes the online experience by letting students know you are a real person

Flip your classroom: Students watch videos on their own time and then come to class prepared to discuss or apply concepts.

Universal Design: Provide flexible options for students to engage with your content and curriculum.

Review: Students can review materials until they are able to understand difficult concepts.

Accessibility: Students can rewind, slow or pause the lecture/demonstration, check translations, look up vocabulary, and catch-up on missed classes.

Instructional Video Creation: 4 Key Elements

# data[].attributes.attachment_link.title
LibGuides: Create Instructional Videos: Overview

# data[].attributes.attachment_link.description
Skip to Main Content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results. Stop by the eLearning lab (CC 320) or email elearninghelp@btc.edu.

# data[].attributes.body
Please ignore the Curriculum Design Tips for Teachers, it should say, "OER's for Faculty"

The reason why I chose OER as a resource for a faculty guide is because it could be a sore subject on campuses. I think it is in the best interest of the faculty member and students if OER is used for the students. It gives students the opportunity to access content at much cheaper prices.

Currently the university library provides basic information on OER, there is a website where the information shows benefits of OER amongst faculty members.

At our institution, it is a collaborative process of sharing information and resources. Developers often network amongst the university to bounce ideas with best practices, ideas and valuable information.

# data[].attributes.headline
RESOURCES for CREATING MEASURABLE LEARNING OBJECTIVES

# data[].attributes.subject
RESOURCES for CREATING MEASURABLE LEARNING OBJECTIVES

# data[].attributes.body
Created as a resource for faculty to develop strong and measurable learning objectives and give them the knowledge to understand why we do that and how it impacts teaching and learning.

# data[].attributes.attachment_link.title
Center for Digital Learning - Learning Objectives

# data[].attributes.attachment_link.description
Below you will find resources that were curated with you in mind. These resources were centered around the most common questions received from faculty here at UMHB.

# data[].attributes.body
As more and more classes move to online, Microsoft Teams has become a default tool for online chat and video communication. Below are links to Microsoft (MS) support pages that will help you utilize this tool effectively.

Accessing

You can use the web version, but if you will be utilizing Teams extensively, the downloaded application provides a richer experience.

·       Download Microsoft Teams - the desktop and/or mobile app can be downloaded.

Notifications

Notifications can keep you up-to-date on communications that have occurred in MS Teams. They can also drive you crazy with constant notifications. Depending on your preferences, you may want to be notified of any communications, or no communications. If you like to stay connected, you may want to consider downloading the mobile app to allow for communication even when you are away from your computer.

·       Notifications - how to manage notifications.

·       First things to know about notifications - six things to know about notifications.

·       Change your status - what statuses mean and how to change yours.

·       Set your status message - how to let other Teams users know what you're up to.

Chat

Chat functions much like text messaging on your phone. Like phone texting, you can text with a single person, or a group of people. You can send files, emojis, and animated graphics (gifs).

·        Start a chat - how to initiate a chat.

·       Send and read messages - if you are familiar with texting on your phone, you may not need this article.

·       Chat in a Teams meeting - how to share information without disrupting the actual meeting that is going on.

Meeting

Group discussion, class meetings, and recording micro-lectures can all be done in MS Teams.

·       Schedule a meeting - you do not have to invite every student to a meeting. Instead, share the link with your students to reduce the amount of work needed to set up a meeting. The meeting link can be shared via email, announcement, or LMS link.

·       Meetings and calls - this page outlines the differences between meetings, webinars, and live events. For student engagement, meetings should be your choice for all online gatherings.

·       Meeting Controls - understanding these controls will allow your meetings to be more productive.

·       Breakout Rooms - a great way to divide a class up to improve ice breaker activities, increase discussion participation, and allow project groups to discuss group project(s) as a team.

·       Record a Meeting - beyond recording lectures, you can create meetings where you are the only participant and record one or more videos to be viewed in your LMS as a micro-lecture.

·       Live Transcriptions - how you can view transcriptions as well as change the transcription language.

Note: Dallas College’s policy for recording online class sessions can be found here.

Ending Meeting

·       Ending vs Leaving Meeting - as meeting organizer, you have the choice of leaving a meeting or forcing all attendees to leave the meeting.

·       Meeting Attendance - how to view attendance and amount of time each participant spent in the meeting.

·       Meeting Recordings - where you can find meeting recordings and how to share them.

·       Closed Captions for Video - Teams does not allow you to correct captions. This page will give an overview of how to correctly caption your video to meet accessibility requirements.

# data[].attributes.headline
Faculty Guide to Formative Assessment in Notion (with an embedded Padlet)

# data[].attributes.subject
Faculty Guide to Formative Assessment in Notion (with an embedded Padlet)

# data[].attributes.body
I chose to create my Faculty Guide to Formative Assessment because I feel this is a pedagogical foundation that some instructors were not consciously aware of needing to translate in the online environment prior to teaching remotely, and that impacted students in negative ways.

Learning the proven methods for assessing students learning in an online course will enhance the experience for instructors and students tremendously.

I recommend ID's consider different types of media for resources, like podcasts, so faculty can engage in a variety of ways.

# data[].attributes.attachment_link.readable_text
What is Formative Assessment?

"When the cook tastes the soup, that's formative: When the guests taste the soup, that's summative."

-Robert E. Stake, Professor Emeritus, Educational Psychology University of Illinois, Urbana-Champaign

Formative Assessment Overview
Formative Assesment.mp4
Formative Assessment in-person example with Eric Mazur
https://www.youtube.com/watch?v=wont2v_LZ1E
Formative Assessment Techniques

🐈 Assessment Techniques: A Conceptual Model for CATs in the Online Classroom
FLAG - Classroom Assessment Techniques (CATs)
**🧪 (**STEM CATS Resources)
27 Easy Formative Assessment Strategies for Gathering Evidence of Student Learning
Pedagogical Considerations/Reflections
Student Self-Assessment (Do You Trust Your Students?)
Digital Tools for Formative Assessment
DIGITAL TOOLS
Podcast Episodes
Let's Talk Teaching Episode 009 Show Page Let's Talk Teaching Episode 009 Captioned Video Instruction by Design: Forming Formative Assessments S02 Ep14 Show Page

# data[].attributes.attachment_link.description
"When the cook tastes the soup, that's formative: When the guests taste the soup, that's summative." -Robert E. Stake, Professor Emeritus, Educational Psychology University of Illinois, Urbana-Champaign Formative Assesment.mp4 https://www.youtube.com/watch?v=wont2v_LZ1E 🐈 Assessment Techniques: A Conceptual Model for CATs in the Online Classroom FLAG - Classroom Assessment Techniques (CATs) **🧪 (**STEM CATS Resources) 27 Easy Formative Assessment Strategies for Gathering Evidence of Student Learning Student Self-Assessment (Do You Trust Your Students?)

# data[].attributes.headline
All About Rubrics Self-Paced Course - Faculty Guide

# data[].attributes.subject
All About Rubrics Self-Paced Course - Faculty Guide

# data[].attributes.body
I have created this self-paced course to help faculty learn about rubrics, how and why to use them, and how to create them.
The following link should allow you to self-enroll in the course: https://unk.instructure.com/enroll/4GJ8EY

# data[].attributes.headline
Faculty Guide for Effective Student Assessment

# data[].attributes.subject
Faculty Guide for Effective Student Assessment

# data[].attributes.attachment_link.title
Revised Faculty Guide for Effective Student Assessment

# data[].attributes.attachment_link.description
Faculty Guide to create appropriate and effective student assessments for their courses.

# data[].attributes.headline
Examples of Creative & Practical Projects

# data[].attributes.subject
Examples of Creative & Practical Projects

# data[].attributes.headline
Assessing Outcomes in Canvas with Assignments

# data[].attributes.subject
Assessing Outcomes in Canvas with Assignments

# data[].attributes.attachment_link.title
Assessing Outcomes in Canvas with Assignments 3.24.22

# data[].attributes.body
I chose authentic assessment because of our work with Quality Matters in our course development process. We are trying to get faculty to create assessments that measure learning objectives.

We also want students to feel that the courses they took are valuable to them in their chosen career field.

# data[].attributes.attachment_link.description
About this page This page contains information on the purpose of authentic assessments and how to create and develop authentic assessments for your course. What is an Authentic Assessment? Authentic...

# data[].attributes.body
My reasons for the topic I chose for my Faculty Guide: I chose the topic about building OER science classes because science classes are some of the most expensive ones for instructional materials. I want to help faculty reduce the costs students bear when they purchase our textbooks and use free or greatly reduced ones because the digital divide is real.

My current methods for sharing resources at my university and how I ensure access for all faculty: My current methods are to use Sharepoint/OneDrive, Teams, or email. Everything stays within the tech ecosystem at my university and I know that if I need help I can get it.

My strategies for promoting faculty usage of your resources across the institution: I use the training sessions and consultations I held this year to promote resources. The big issue is that the resources we pick must align with what is being supported by IT.

My methods for measuring the effectiveness of the resource: If I had control over our part of the website, I would measure how many hits on the site happen in a year, 6 months, monthly, and weekly. I would also use post consultative surveys to find out if they used the resource and why.

Any changes I might recommend to your instructional design team based on what you've learned in this course: Use more infographics, pictures, and animated videos. I would also ask my teammates what should I put in my recommendation lists.

# data[].attributes.attachment_link.title
How to build an OER Science Course final copyrightalejandraestrindashe2022

# data[].attributes.headline
Creating Copyright-compliant content for MOOCs

# data[].attributes.subject
Creating Copyright-compliant content for MOOCs

# data[].attributes.headline
Improving Student Engagement with Classroom Polling

# data[].attributes.subject
Improving Student Engagement with Classroom Polling

# data[].attributes.body
Student engagement has been a really common topic among instructors at my institution, especially after the shift back to in-person learning resulted in lower participation than prior. At the same time, we adopted Top Hat as a tool for classroom polling and active learning. This has led to a lot of time working with instructors to integrate options such as Top Hat, but little time actually discussing what makes polling itself so useful. Thus, it seemed like a very fitting topic to make a faculty guide out of.

I do want to note that I used Adobe Spark to make this guide, which I likely won't do in the future. Some feedback I got was that it creates a lot of scrolling. Still, it was a great opportunity to learn a new tool and I can definitely think of other uses for it. :)

# data[].attributes.attachment_link.title
Improving Student Engagement with Classroom Polling

# data[].attributes.body
I chose to focus on rubrics because I don't have a lot of experience researching or using rubrics! The first time I taught, I used a rubric from a colleague and the rubric was SO HARD TO USE. It was unclear and didn't provide great criteria to address the learning outcomes of the assignments. My turn-around time suffered so much because I dreaded grading.

This was a great opportunity for me to dedicate time to finding resources to help me and my faculty.

This document was developed with InDesign using graphics found in PowerPoint's Icon function.

# data[].attributes.body
Your reasons for the topic you chose for your Faculty Guide,

This is meant to be a set of references to address the most common concerns related to learning design: how to manage the learning process effectively, how to find and evaluate tech resources, how to make courses accessible and inclusive, what is the latest bigger picture thinking in relation to teaching and the role of Higher Education....

Your current methods for sharing resources at your college or university and how you ensure access for all faculty,

Currently my university uses a number of channels to share good practice and resources: the Learning and Teaching page of the university website that has all the latest resources; a newsletter; and a number of PD workshops every month. They are not using tools like the above yet.

Your strategies for promoting faculty usage of your resources across your institution,

Business development by learning designers, the newsletter and the workshops are the key pathways. There is also a number of Communities of Practice - for example COP on Assessments or Usage of Padlet.

Your methods for measuring the effectiveness of the resource (i.e., how it has impacted faculty teaching, course design, etc.),

I don't have the answer to this, but it is a good question!

Any changes you might recommend to your instructional design team based on what you've learned in this course.

Using more dynamic and collaborative tools to share information and make it more interactive rather than the static website? This could increase engagement and give the users more power.

# data[].attributes.attachment_link.readable_text
Jack Sage

Quality Audits and Benchmarks

Tech. Software Comparisons and Reviews. Accessibility & Inclusivity. Thought Leaders. Life Design, Purpose Finding, Career Management & Employability (Embedding in Courses) Scaling Up. Professional Development. Scaffolding learning process in a course. Learning Design for Wellbeing. Trends. Assessment. Learning Objectives. Online Teaching Resources. Directories. Learning Design. Productivity. OER - Open Education Resources.

Free images.

to experience pearltrees activate javascript.

# data[].attributes.attachment_link.description
Jack Sage Tech. Software Comparisons and Reviews. Accessibility & Inclusivity. Thought Leaders. Life Design, Purpose Finding, Career Management & Employability (Embedding in Courses) Scaling Up. Professional Development. Scaffolding learning process in a course. Learning Design for Wellbeing. Trends. Assessment. Learning Objectives. Online Teaching Resources. Directories. Learning Design. Productivity.

# data[].attributes.headline
OER (Guide for instructors)  by Martha McClung  

# data[].attributes.subject
OER (Guide for instructors)  by Martha McClung  

# data[].attributes.body
Your reasons for the topic you chose for your Faculty Guide.

I chose this topic because I believe that the use of OER is a great option for students and teachers to have more affordable materials and  the learning  goals can  still be  achieved.  With this guide new and also experienced faculty will be able to find useful information to help them decide if OER  resources are suitable for their courses.

Your current methods for sharing resources at your college or university and how you ensure access for all faculty.

I am not an instructional designer, however in our institution we use  Canvas. I would create a shell in which all instructors would have access  to all the information  (videos, articles, tutorials and tips)  about different ways to create and design their courses using OER. I would also send the information individually for instructors that are interested  in this kind of material.

Your strategies for promoting faculty usage of your resources across your institution.

In order to promote the resources I would support webinars and workshops organized by our institution through the Faculty Center of Innovation.

Your methods for measuring the effectiveness of the resource (i.e., how it has impacted faculty teaching, course design, etc.)

I have not much experience but according to what I  have been reading it is pertinent to make use of surveys in order to know how faculty feel have been using the tools and to know what  changes needs to be made in order to provide better resources  to the instructors.

Any changes you might recommend to your instructional design team based on what you've learned in this course.

Based on what I have learn in this course I would recommend to the instructional  designers to continue providing more information about OER to instructors in workshops or webinars.

# data[].attributes.body
What is Personally Identifiable Information?

# data[].attributes.attachment_link.readable_text
Congratulations!
You're almost there. Once your Powtoon is ready to be downloaded we'll send you an email.
If this Powtoon contains live video, the export process may take a bit longer.

# data[].attributes.attachment_link.title
PII (V 2) | Created using Powtoon - The Visual Communication Platform

# data[].attributes.attachment_link.description
Congratulations! You're almost there. Once your Powtoon is ready to be downloaded we'll send you an email. If this Powtoon contains live video, the export process may take a bit longer.

# data[].attributes.attachment_link.readable_text
Skip to main content

It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

Ask the Library

Netiquette Resources

# data[].attributes.attachment_link.title
Library Guides: MSU Library Online Teaching & Learning Guide: Maximizing Discussions

# data[].attributes.attachment_link.description
Skip to main content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results. Ask the Library

# data[].attributes.attachment_link.title
900+ Self-contained classroom ideas in 2021 | self contained classroom, special education classroom, special education teacher

# data[].attributes.attachment_link.description
Oct 8, 2021 - Resources, tips and ideas for self-contained classrooms that have students all day and for multiple years. . See more ideas about self contained classroom, special education classroom, special education teacher.

# data[].attributes.body
I created a guide to help faculty incorporate DEI strategies into their course design and teaching.

# data[].attributes.headline
Learning Activities, Resources, and Ideas for Online Courses

# data[].attributes.subject
Learning Activities, Resources, and Ideas for Online Courses

# data[].attributes.body
I chose scaffolding assignments as my faculty guide because it works well with Fink’s taxonomy (the learning taxonomy I am planning on training our faculty in soon).

# data[].attributes.body
https://hsutx.instructure.com/courses/13229
I really enjoy course design and curriculum development, so I suppose that's why I started with this particular faculty guide. This is a beginning point. I plan to create a full-fledged, online, center for teaching and learning. This should be fun!

# data[].attributes.attachment_link.title
Faculty Guide: Designing an Online Course

# data[].attributes.body
Designing with accessibility in mind can feel intimidating, but in reality there is a lot of low-hanging fruit. Here are 10 Quick Tips that anyone can implement in no time!

# data[].attributes.body
It's a hokey idea, just to add a bit of humor to an otherwise ordinary list. I don't have the knowledge or skill to develop it further.

# data[].attributes.headline
Faculty Guide for Online Open Book Exams

# data[].attributes.subject
Faculty Guide for Online Open Book Exams

# data[].attributes.body
Link

# data[].attributes.body
Online Tools and Resources (Pearltrees)

# data[].attributes.attachment_link.description
Pearltrees lets you organize everything you're interested in

# data[].attributes.headline
Faculty Guide - Canvas Best Practice  Amdé Assefa

# data[].attributes.subject
Faculty Guide - Canvas Best Practice  Amdé Assefa

# data[].attributes.body
Saint Michael's College has been using Canvas LMS for several years now. While there has been a great amount of trainings and workshops provided to our faculty in how to use Canvas to deliver the best courses, most fall short in terms of course organization. Since each faculty has complete independence to modify their courses, this has created an institutional Canvas course offering without a unified organizational structure that helps students find uniformity across various classes they take.

I am creating this faculty guide to start the long overdue work of restructuring our entire Canvas courses by following the outlined best practice principles which includes a clean design with Canvas page organization centered around:

Welcome note by the faculty

Syllabus

Modules

Assignments

Grades

People

This help guide will be included as part of our internal Canvas help site, as well as becoming a primary resource for our Canvas faculty development course for F2F and Online, hybrid.

Once the help guide has been reviewed by our Ed Tech team and instructional tech faculty ambassadors it will go from pilot to live. The annual survey for students will include questions such as: "How has the modified Canvas course page impacted your learning experience?"

The changes I would recommend to my ID team is to keep course design simple and easy to comprehend.

Faculty Guide for Canvas Best Practice

# data[].attributes.attachment_link.title
Creating Engaging Online Courses - Faculty Guide

# data[].attributes.attachment_link.description
Engaging Content Engaging content is crucial to every learning environment. When you are preparing content, remember to keep your videos short (5-6 minutes). It is also best to use images and situatio...

# data[].attributes.body
No time to build your interactive tools library? Begin here with ideas to get you started!

# data[].attributes.body
Given the recent move to remote teaching, I had to provide faculty with a quick overview of online course development and facilitation. Therefore my faculty guide focuses on the but and bolt of online course development and the important aspects to include in order to develop an effective course. Because many faculty transitioning to online teaching try to replicate face to face teaching in their online courses, it is important to also inform them of the best practice in online teaching and how to create a sense of community in their online learning environments.

I am not an instructional designer but as a director of an online program, I send faculty memos to remind them of the steps they can take before the semester begins to prepare their courses. I also send the faculty a mid-semester memo to remind them of these best practices. I selected a list format, to ensure that faculty will read it.

I have not formerly captured whether the resource is effective but informally have heard from faculty that they found the reminders and tips useful. It would be useful to provide faculty with an end-of-year survey to determine fi faculty implemented any of the tips provided.

Given what I have learned this semester, I would recommend that our instructional design team create curated resources by topic to use while faculty are developing courses.

# data[].attributes.body
I chose this topic because faculty and students are having trouble with proctoru as they are forced to go online. The purpose is to help faculty consider other means of assessment.

Currently we have text and video tutorials and webinars. Next week I am doing a webinar on using Voice Thread, and I will use some of this information then. I will also make this guide available to faculty in our Bb course shell designed for tutorials.

Honestly there are no measures in place to assess resources, but thinking back to ID1 that is a good idea, and will be something we look at in the future.

As far as changes, some things that occur to me are standardizing tutorials, providing evaluation tools for faculty, and seriously considering how the resources we offer effect faculty teaching and course design.

# data[].attributes.body
This Faculty Guide will be Helpful for Distance Educators from Beginners through Advanced Instructors.
http://www.pearltrees.com/hopealda/faculty-curated-collections/id35402144

# data[].attributes.attachment_link.title
MY FACULTY GUIDE for MY CURATED COLLECTIONS - Activity 4-2 - ID2 - Hope Davis

# data[].attributes.body
Dear Jennifer,
As if I already wasn’t off to a bumpy start with my late assignments this class, I totally forgot about the final deliverable! Ugh, I did a lot of work to get the penultimate one done and somehow in my head I just checked off the list that I was all done. Is there any extra credit, or anything I can do to ensure I can still get a certificate, regardless the lates? I proooomise not another late submission for the entire rest of the classes. Can I be on probation? :)
This course took place in a really turbulent and difficult time. Any allowance you could provide would be so very much appreciated, I can’t tell you how much. Please let me know if possible thanks!
Warmest,
Tim 

Your reasons for the topic you chose for your Faculty Guide
I chose a “New Faculty Guide” as my topic because it is highly pertinent and needed here. Often our new faculty are the most interested in materials/guides we develop, and those with the most immediate need for them. 
Your current methods for sharing resources at your college or university and how you ensure access for all faculty
We currently share resources through a Canvas technology tools site that is accessible to any member if the iSchool academic community with an official UW “NET ID.” We are getting ready to redesign the site to a Google Site, and open it up to anyone on the internet. 
Your strategies for promoting faculty usage of your resources across your institution
For tech-topics, we hope to use more links to our (new) site from our communications through our Help Desk ticketing program. This still means actually doing/explaining anything tech related, but also including a specific link demonstrating how they can do this themselves next time. We hope that the better navigation for the Google site (than the Canvas one) will encourage faculty to consult that resource before firstly reaching out to us with a new ticket.
Regarding the newer Course Design links, we will need to survey faculty to get an idea of how helpful the materials were to them. Because it’s a small amount to begin with, we can consider these “beta” and iterate based on those early users before adding to our resources for all faculty.
We can use the analytics Google sites provides as well for both of the above.
Any changes you might recommend to your instructional design team based on what you've learned in this course
Using Diigo for internal (team-to-team) links is a great tool. I know Sue M. really is fond of the tagging feature. I like it a lot, too. But looking at a lot of the very content heavy (lots and lots of links) reinforced my idea that less is better because with our faculty if you share too many, they won’t explore any at all. Whereas I don’t have evidence for that supposition, I do have a pretty solid knowledge of their behaviors. Having a smaller set of links with an “Additional Resources” are on the Padlet is a good approach to consider for faculty wanting a few, and those perhaps wanting to go deeper. 

# data[].attributes.body
THIS SITE is a first iteration of resources we want to provide our new faculty. The initial focus is on them having resources for course design. Many new faculty are guest faculty who come from the private sector and mat not have a lit of experience teaching. We also want them to understand  the Canvas LTIs and other supported technologies are at their disposal.

# data[].attributes.headline
Faculty Guide: Using Remind (Text Application)

# data[].attributes.subject
Faculty Guide: Using Remind (Text Application)

# data[].attributes.body
Lecture Videos

Which tools can I use for recording a lecture video?

Kaltura PersonalCapture

Kaltura PersonalCapture Instructions

PowerPoint

Record presentations using PowerPoint instructions

Turn your presentation into a video - PowerPoint instructions

Zoom

Cloud recording instructions

How to download Zoom recordings

How can I share my lecture videos with students in Canvas?
You must upload your videos to the Kaltura MediaSpace regardless of the tool that you chose for recording.

How to upload existing Media to Kaltura and sharing Media in Canvas

How can I edit my lecture videos?
After uploading your videos to Kaltura MediaSpace, you can edit them with the Kaltura video editor.

Editing Videos in Kaltura Media : Information Technology + eLearning

How can I create interactive lecture videos?
You can use Playposit tool which is integrated into Canvas to create interactive videos.

Canvas 3.0 - PlayPosit Knowledge

How can I create more accessible lecture videos ?

Checklist for Creating Accessible Videos

Find and Edit Kaltura Captions

"When videos are uploaded to Kaltura in Canvas or in MediaSpace, they are automatically captioned using automatic speech recognition (ASR). "

What are the best practices for lecture videos?

Strategies That Improve Video Lectures.pdf

Video Length: How Long Should Instructional Videos Be? (New Data) | Blog | TechSmith

# data[].attributes.headline
Faculty Guide: Using Flipgrid in Your Online Course

# data[].attributes.subject
Faculty Guide: Using Flipgrid in Your Online Course

# data[].attributes.body
I created a Google slide deck to be used to accompany a brief presentation (and to be shared) as a quick overview of how to use this video discussion tool for faculty who have never heard of it before.

# data[].attributes.headline
5 Ways to Improve the Integrity of Online Assessments

# data[].attributes.subject
5 Ways to Improve the Integrity of Online Assessments

# data[].attributes.body
One of the most common questions that I field is related to how to keep students from cheating on multiple-choice exams. The easy, if not initially unpopular response would, of course, be to write authentic assessments. But, baby steps lead to trust which leads to the ability to improve instructor confidence in their ability to manage authentic assessments and leads to improvement in teaching and learning. So, this baby step guide is about encouraging communication about online assessment as it is about answering the question "how do I maintain the integrity of my exams?".

Guide was created as an infographic with link to a Diigo resource list using free version of Canva. Click Canva image below and you should see my infographic.

Thank you for any feedback!

# data[].attributes.attachment_link.title
Amazingly Simple Graphic Design Software - Canva

# data[].attributes.attachment_link.description
Amazingly Simple Graphic Design Software - Canva

# data[].attributes.body
My faculty guide was created based on the topic of Collaborative Learning. This is a very big and important topic that many of our faculty are not aware off. Implementing Collaborative Learning in learning and teaching enhances student success and increases retention rates while at the same time increase collaboration among students.

# data[].attributes.body
Would love some feedback!

# data[].attributes.headline
Project Management Course Student Assignment Guide 

# data[].attributes.subject
Project Management Course Student Assignment Guide 

# data[].attributes.body
I chose to focus this deliverable on a student assignment guide for a project management course I'm teaching in the fall. It is also a Padlet. Note: I experimented with audio per recent course posts and the result is effective.

# data[].attributes.body
Hybrid Course Design and Management

1.     Assumptions

1.1.  The course has well developed learning objectives, assessments, learning activities, and learning resources

1.2.  The course is normally taught face to face

1.3.  No more than half and perhaps as little as a third of enrolled students will be present in the face to face classroom at any time

1.4.  The classroom does not have lecture capture capabilities

1.5.  The course will not meet more frequently to compensate for reduced face to face attendance

1.6.  The primary challenges facing instructors new to hybrid courses will be:

1.6.1.     Communication/Connecting with remote students

1.6.2.     Ensuring academic integrity of assessments

1.6.3.     Ensuring remote students are getting quality instruction

2.      Hybrid Course Design

2.1.  The Blended Course Design Workbook: A Practical Guide

2.2.  Blended Course Design: A Synthesis of Best Practices

2.3.  Hybrid-Flexible Course Design: Beginnings

3.      Synchronous and Asynchronous Best Practices

3.1.  Integrating the Social Presence Model to Maximize Blended and Online Learning Experiences

3.2.  Actively Engaging Students in Asynchronous Online

3.3.  Instructional Design for Best Practice in the Synchronous Cyber Classroom

3.4.  Best Practices in Live Synchronous Online Teaching

3.5.  Tips to Create an Engaging Asynchronous Online Learning Environment

4.      Academic Integrity in a Hybrid Environment

4.1.  Compromise Resistant Testing Design (this will vary by LMS)

4.2.  Discouraging Academic Dishonesty in Online Courses

5.      Alternate Assessments

5.1.  Alternative Assessment Methods for the Online Classroom

5.2.  Alternatives to Traditional Exams and Papers

5.3.  Multiple Choice Questions You Wouldn't Put on a Test: Promoting Deep Learning Using Clickers

6.      Universal Design for Learning

6.1.  Implementing Universal Design in Higher Education – Higbee & Goff

6.2.  Universal Design for Instruction: Extending the Universal Design Paradigm to College Instruction

The link to my Zotero library of Hybrid Course resources: https://www.zotero.org/groups/2522864/wcu_cfc_hybrid_course_design/library

# data[].attributes.body
Research indicates that student interaction is important to online student success. Therefore, faculty teaching online needs a framework that optimizes teaching and learning as well as addresses barriers. Universal Design for Learning (UDL) is a framework that builds upon how humans learn and addresses barriers to learning through three principles: multiples means of engagement, representation, and action and expression. This faculty guide will explore neuro-variability, neuroplasticity, and the three brain networks aligned with the UDL framework: affective, recognition, and strategic.

# data[].attributes.body
This guide is intended to be used by faculty who are designing online and hybrid courses for the first time. The home page presents a boiled-down version of the QM rubric and each menu item contains lists of resources. Keeping in mind my target audience, my main goals were simplicity and practicality. To that end, I was thinking about what was most important for online and blended courses.

# data[].attributes.attachment_link.readable_text
These guidelines for developing online courses are based on the Quality Matters Rubric, one of the leading online and hybrid course review organizations in the country. Grounded firmly in the research literature and developed by teams of experienced instructional designers and online educators, Quality Matters is trusted by over 75,000 members and hundreds of institutes of higher education as the gold standard in online learning.

These guidelines are intended for courses that make use of independent online learning including asynchronous courses, synchronous courses, blended courses, flipped classrooms, and hybrid courses.
1. Course Overview and Introduction

Clear instructions on how to navigate the course and how the course will be run are found on the course home page or "start here" page.

There is a description of the types of meeting modes used in the course (synchronous, asynchronous, blended, hybrid, etc.), including the modes of interaction between students and the instructor.

The instructor introduces themselves and asks students to introduce themselves to each other. This is often accomplished through a discussion board or VoiceThread.

Communication standards are clearly stated, including when students can expect an email response from the instructor and feedback on assessments.

The instructor provides a list of technology requirements, a description of how to access those technologies, and information about the accessibility of those technologies. This includes any apps, software, online textbooks, etc.

2. Instructional Materials 3. Learning Activities

The course makes use of active learning by providing opportunities for students to learn by doing, discussing, creating, and self-assessing, not just reading and watching.

A variety of assessment types are used (quizzes, discussion boards, low stakes learning activities, written, oral, etc.).

The course provides frequent and regular opportunities for students to practice skills.

The instructor provides meaningful and timely feedback to help the students learn and to maintain regular communication with the students.

4. Accessibility and Useability

Instructional materials and assessments are easily accessible to all students and meet ADA requirements. This includes closed captioning for videos (auto-created in VoiceThread, Zoom Cloud, or YouTube), description tags for images, and ensuring that websites and PDFs are accessible by screen readers.

The course is organized using clearly labeled modules for each week or each learning unit.

Each module has an overview page that includes the module learning objectives and a summary or list of the learning activities, assessments, and due dates.

5. Instructor Presence and Course Community

The instructor maintains regular and substantive communication with students by sending weekly overview emails or announcements, reminding students of due dates, attempting to contact absent students, participating in course discussion boards, and holding virtual office hours.

The course design promotes regular and substantive interaction between students. This could be through discussion boards, group projects, synchronous learning activities, and/or through apps that promote student-to-student communication.

# data[].attributes.attachment_link.description
These guidelines for developing online courses are based on the Quality Matters Rubric, one of the leading online and hybrid course review organizations in the country. Grounded firmly in the research literature and developed by teams of experienced instructional designers and online educators, Quality Matters is trusted by over 75,000 members and hundreds of institutes of higher education as the gold standard in online learning.

# data[].attributes.body
We have a Summer Camp themed faculty training on Dual-Delivery for the fall and I wanted to provide simple tips for DIY video.  I used Canva (free) to make this.  I would have added more, but I would have to get a Pro account. Still, a neat tool!

# data[].attributes.attachment_link.readable_text
Scenario-Based Learning (SBL) is a way of asking students to apply their knowledge - experiential or instructed - within the context of a simulated real-life situation. You may hear it referred to as Problem-Based or Case-Based Learning, and it is one way to create an authentic assessment.

In this guide, we'll cover the case for Scenario-Based Learning and ways to incorporate SBL into a higher ed classroom.

The case for Scenario-Based Learning

Research shows that students who are engaged in active learning techniques have better mastery over learning outcomes in the short, medium, and long term. In that long term, students are most likely to remember stories they've connected with or problems they've had to work through.

Scenario-Based Learning combines the power of storytelling and problem-solving, activating student's prior knowledge and challenging them to engage in higher order thinking skills (the top of the pyramid in Bloom's Taxonomy). They can take some time to write well, but can significantly impact student performance. It's a powerful tool to have in the kit.

Where does SBL fit in higher education?

It's easier to imagine how learners might engage in scenarios that are aligned with a daily task - say, a simulated customer service call or sexual harassment training - than a course not cleanly aligned with a profession or career. But it's often in general education courses that we hear students asking "how will I ever use this?" or "just tell me what I need to know to pass." It is in these courses that scenario-based learning can have the most powerful effect, as students see by doing how the concepts covered may relate to their lived or anticipated life experiences.

Types of scenarios

Because there are many names for scenario-based learning, a search online for "problem-based learning" or "simulations" or "branching" can be a good way to find examples. Here are a few that may be helpful to consider, including a few that you are likely already using:

Discussions: Pose a question or problem for students and ask that they provide a possible solution, as well as the pros/cons. Then, ask a follow up question: are there individuals or groups for whom that solution may not work well?

Group Activities: Form students into groups (can be done in face-to-face and online formats). Give each group a persona or audience. Then, pose a question or problem and have each group provide an answer or solution with their persona or audience in mind. Have each group present.

Branching Scenarios: Use a storyboarding tool to follow a character through a situation, with multiple options on how to react. Branching scenarios are typically crafted as an individual assignment for asynchronous learning, allowing the student to explore the paths and consequences without peer or instructor pressure. They are especially ideal for "good, better, best" situations where all answers are correct, but some have better results than others.

Cases: The classic business school approach. Typically, all students receive background information on a company's or individual's dilemma. Then, students are given roles and asked how they would proceed. Lastly, students receive the results of what the company or individual decided and the results. Cases are typically based on actual historical events.

Storytelling: Have students tell a story (from lived or imaginary experience). After it is complete, have students analyze the character's decisions through the lens of the theories in the course.

Goals for a well-crafted scenario

There are varied approaches to scenario-based learning, so I will share my personal preferences. My goals:

The problem presented is genuine. It feels like something a student might experience in the future.

While there may be a best answer or path, there is no obvious correct answer. Students must weigh the choices to make a decision.

The wording is clear. While the consequences of individual decisions may not have been foreseen, there is no feeling of being "tricked" and no disparaging feedback.

The assignment is formative, and generally scored for participation only (low stakes). If a branching scenario is used, students have the ability to go back and try new paths.

The scenario is part of a module with scaffolded assignments, including an introduction to key terms or concepts and a reflection on how the scenario connects to course themes or learning outcomes.

How do we write genuine scenarios?

The article, " Beginner's Guide to Scenario-Based Learning " was originally intended for the corporate setting, but has good tips for drafting. Another outline here:

1. Write the problem
Reflect on areas of the course where students struggle most with connecting theory to practice or developing critical skills. How would you anticipate students drawing on those skills or that knowledge in the future?

2. Choose a format
Would you like students to work on this problem in groups? individually? face-to-face? asynchronously? A mix of group work (discussions, cases, group assignments) and individual assignments (branching scenarios, storytelling) is an ideal way to allow students to feel engaged but also have room to explore individually. Decide which format works best for your course, audience, and students.

3. Align with outcomes
This should be a natural progression from step 1 above, but in this step you'll want to decide how (or whether) you want to grade the activity, and the rubric you'll use and share with students. (It's okay if you come back to this later and revise - don't feel stuck if you don't know quite yet how you will integrate this into the course. Just make sure it's clear to students at some point how you expect this to be used and what "success" would mean to you.)

4. Storyboard
Create a draft of the problem and potential solutions. Do this even if it is an open-ended problem on a discussion board - you can use a few of the solutions you envision as example responses for students.

(Looking for a tool to storyboard? Some use paper and pen, but Twine is a nice free resource to consider, especially for branching, group, or case scenarios.

5. Draft
Write out the problem and choices here. Provide essential information students need to make a decision, with some nuance included. If the problem does not have a fixed answer, try to read for bias that may be reflected in the text.

6. Design
Once your text is drafted, go back and add any design elements you feel are needed (images, headings, etc.). Choose elements that engage rather than distract. Keep it simple. Abide by principles of universal design.

7. Test
If you can, test your draft with a current cohort of students, TAs, or colleagues and gather feedback. Then, revise as needed.

Tools to build them

See this quick list of tools to build interactive scenarios for asynchronous or self-paced learning. Scenario-based learning can also be done face-to-face, in pairs or groups, and in instructor-led formats.

Examples

Resources

# data[].attributes.attachment_link.description
Scenario-Based Learning (SBL) is a way of asking students to apply their knowledge - experiential or instructed - within the context of a simulated real-life situation. You may hear it referred to as Problem-Based or Case-Based Learning, and it is one way to create an authentic assessment.

# data[].attributes.headline
Faculty Guide: Toolkit for teaching an online course, geared toward new instructors.

# data[].attributes.subject
Faculty Guide: Toolkit for teaching an online course, geared toward new instructors.

# data[].attributes.headline
Faculty Guide to Creating and Using Video in Online, Blended, and Hybrid Courses

# data[].attributes.subject
Faculty Guide to Creating and Using Video in Online, Blended, and Hybrid Courses

# data[].attributes.attachment_link.title
Creating and Using Video in Online, Blended, and Hybrid Courses

# data[].attributes.body
From Jenny Reichart - 6-26-20

# data[].attributes.body
I created this guide for faculty that are currently participating in a professional development program at our institution. Many of our faculty use Canvas at a very basic level, so I created this to highlight the tools they may be familiar with and how they can best leverage the tools and get support if they need it.

# data[].attributes.headline
How to create your video embedded into  your course

# data[].attributes.subject
How to create your video embedded into  your course

# data[].attributes.body
Video Assignments

Check out the resources throughout this page on how to create and grade various types of Video Assignments, including:

Individual Project

Group Project

Question & Answer

Interactive Video

Adding Video Assignments to Falcon Online

After following the instructions on creating a Video Assignment, you must add the Video Assignment to your Content either in an existing or new module using the "Existing Activities" button and selecting the Video Assignments.

Add a Video Assignment in D2L BrightspaceD2L Brightspace users: explains how to add a Video Assignment within BrightSpace.

Video Assignment - List of Features

Advanced Settings & Features

There are many advanced settings and features offered by the Video Assignment tool to customize the experience. For the settings shared among multiple Video Assignment types, please see the resources below. A few Video Assignment types have specific advanced settings that are provided in the sections throughout this page if applicable.

Advanced Settings OverviewFor instructors: gives an overview of the available advanced settings within Individual Project, Group Project, Question & Answer, and Interactive Video assignments.

Peer Review - Advanced SettingsExplains how to customize peer review in Individual Project, Question & Answer, Group Project, and Interactive Video assignments using Advanced Settings.

Individual & Group Project - Customize ToolsetExplains how to customize learners' toolset within Individual Project and Group Project using Advanced Settings.

# data[].attributes.headline
Getting Started with Online Teaching Faculty Guide, UNM-Valencia

# data[].attributes.subject
Getting Started with Online Teaching Faculty Guide, UNM-Valencia

# data[].attributes.body
http://valencia.unm.edu/academics/online-learning/faculty-online/index.html

# data[].attributes.attachment_link.readable_text
Welcome to the Faculty Online Teaching website. The pages in the menu are here to provide you with an "Online Teachers Toolkit" for teaching online, hybrid, or web-enhanced at UNM-Valencia Campus.

The Faculty Online Teaching & Review Committee maintains this website and information.
Click for information on Preparing for Fall 2020 from UNM-ABQ Campus.
Online Teaching Polices and Procedure:

The UNM-Valencia Campus Faculty Online Teaching & Review Committee (FOTRC), in consultation with the Dean, is charged with the responsibility to:

Provide and coordinate quality assurance peer reviews of all online and hybrid courses based on the Online Learning Commission (OLC) OSCQR (Online Scorecard for Course Quality Review) rubric and review process as approved by the FOTRC.

In consultation with Division Chairs, review certification of faculty who plan to teach online and/or hybrid courses.

Provide in-house training and workshops, or coordinate professional development opportunities for faculty teaching online or hybrid courses.

Maintain and monitor an introductory "Blackboard Learn JumpStart" orientation module/course/workshop for students and faculty to become familiar with the current UNM-supported Learning Management System.

For more information on any of the above points, contact the Distance Learning Coordinator

# data[].attributes.attachment_link.description
Welcome to the Faculty Online Teaching website. The pages in the menu are here to provide you with an "Online Teachers Toolkit" for teaching online, hybrid, or web-enhanced at UNM-Valencia Campus. The Faculty Online Teaching & Review Committee maintains this website and information. Click for information on Preparing for Fall 2020 from UNM-ABQ Campus.